Undergraduates were shown pictures or corresponding labels and then were tested for recognition either in the same mode or in a cross-over mode. Significantly more items were recognized in the picture-picture condition than in the picture-word and word-picture conditions. Informing subjects in advance of the change in modality significantly improved picture-word performance.
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| http://dx.doi.org/10.2466/pms.1978.46.1.249 | DOI Listing |
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